8.4
Identify which device the writer is using in the quote below and then use the same device to rewrite what success means to you. Finish by commenting on one other post.
8.2
A figure of speech is a rhetorical device used to achieve a particular effect. An author will often use a word or phrase that diverges from its normal meaning. Such words and phrases are charged with a specialized meaning separate from the literal meaning. An author will use a figure of speech for emphasis, freshness, or clarity. However, sometimes the desired effect is ambiguity between a literal and figurative interpretation. Study the following examples and then post 3 examples of your own using 3 different rhetorical devices from the list.
Idiom –
An idiom is a word or phrase used figuratively to express a particular meaning understood by a common group of people. The meanings of idioms come from their usage among speakers of a particular language or dialect within a particular region or community.
Example: "A blessing in disguise" is something good that is not recognized initially. "Actions speak louder than words" is to say that what one does is more important than what one says.
Euphemism –
A euphemism is a substitution of an inoffensive term for one considered offensive. When a speaker uses one of these expressions, the intention is to have a less offensive or disturbing effect on the listener than what the word or phrase it replaces.
Example: "pre-owned vehicles" for "used cars"—"the big C" for "cancer"—"lost their lives" for "were killed"—"ill-advised" for "very poor or bad"
Hyperbole –
Hyperbole is an exaggeration or intentional overstatement that is most often used for emphasis or rhetorical effect.
Example: The path seemed to stretch on forever.
Example: There must be a million ways to explain the outcome.
Understatement –
Understatement is a figure of speech in which an author deliberately makes something seem less important or serious than it truly is, either for ironic emphasis or for politeness and tact. Whereas hyperbole exaggerates, understatement minimizes, saying less than what is really meant.
Example: "A soiled baby, with a neglected nose, cannot be conscientiously regarded as a thing of beauty."—Mark Twain
Example: "The reports of my death have been greatly exaggerated."—Mark Twain
Litotes –
Litotes is a particular form of understatement used by denying the opposite or contrary of the word which would otherwise be used. Litotes expresses an affirmative by negating its opposite.
Example: Heat waves are not rare in summer. (as opposed to "Heat waves are common in summer.")
Example: Hitting that telephone pole certainly didn't do your car any good.
Oxymoron – An oxymoron is an expression that uses contrasting images.
Example: The silence was deafening.
Example: "This fellow is wise enough to play the fool."—Shakespeare
Metonymy –
Metonymy is the substitution of an abstract or suggestive word for another, usually concrete, term. Metonymy is a figure of speech where the name of a thing is substituted for another word or term closely associated with it.
Example: "The White House" for the President and "creature" for person
Example: Idua liked to speak Kiowa because he could express himself better in his native tongue. (The term "tongue" is used to represent language)
Synecdoche –
Synecdoche is a kind of metonymy in which something is used for the whole. In synecdoche, a part is used to represent the whole or the whole is used to represent a part.
Example: "hands" to refer to workers, "wheels" to refer to cars, "head" for cattle, and "bread" for food
Example: "I have nothing to offer but blood, toil, tears, and sweat."—Winston Churchill, 1940
Antithesis –
Antithesis is a rhetorical technique in which words, phrases, or ideas are intentionally contrasted, usually through the use of parallel structure. Antithesis is the juxtaposition of contrasting ideas. The contrast may be in words or in ideas or both.
Example: "What if I am rich, and another is poor—strong, and he is weak—intelligent, and he is benighted—elevated, and he is depraved? Have we not one Father? Hath not one God created us?"—William Lloyd Garrison, "No Compromise with Slavery"
Example: "Extremism in defense of liberty is no vice . . . moderation in the pursuit of justice is no virtue."—Barry Goldwater
Rhetorical Question –
Asking a question not for the purpose of eliciting an answer but for the purpose of asserting or denying something. It is used for effect, emphasis, or provocation, or for drawing a conclusion from the facts at hand.
Example: "For if we lose the ability to perceive our faults, what is the good of living on?"—Marcus Aurelius
Example: "You say there is but one way to worship and serve the Great Spirit. If there is but one religion, why do you white people differ so much about it?"—Red Jacket, 1805
Idiom –
An idiom is a word or phrase used figuratively to express a particular meaning understood by a common group of people. The meanings of idioms come from their usage among speakers of a particular language or dialect within a particular region or community.
Example: "A blessing in disguise" is something good that is not recognized initially. "Actions speak louder than words" is to say that what one does is more important than what one says.
Euphemism –
A euphemism is a substitution of an inoffensive term for one considered offensive. When a speaker uses one of these expressions, the intention is to have a less offensive or disturbing effect on the listener than what the word or phrase it replaces.
Example: "pre-owned vehicles" for "used cars"—"the big C" for "cancer"—"lost their lives" for "were killed"—"ill-advised" for "very poor or bad"
Hyperbole –
Hyperbole is an exaggeration or intentional overstatement that is most often used for emphasis or rhetorical effect.
Example: The path seemed to stretch on forever.
Example: There must be a million ways to explain the outcome.
Understatement –
Understatement is a figure of speech in which an author deliberately makes something seem less important or serious than it truly is, either for ironic emphasis or for politeness and tact. Whereas hyperbole exaggerates, understatement minimizes, saying less than what is really meant.
Example: "A soiled baby, with a neglected nose, cannot be conscientiously regarded as a thing of beauty."—Mark Twain
Example: "The reports of my death have been greatly exaggerated."—Mark Twain
Litotes –
Litotes is a particular form of understatement used by denying the opposite or contrary of the word which would otherwise be used. Litotes expresses an affirmative by negating its opposite.
Example: Heat waves are not rare in summer. (as opposed to "Heat waves are common in summer.")
Example: Hitting that telephone pole certainly didn't do your car any good.
Oxymoron – An oxymoron is an expression that uses contrasting images.
Example: The silence was deafening.
Example: "This fellow is wise enough to play the fool."—Shakespeare
Metonymy –
Metonymy is the substitution of an abstract or suggestive word for another, usually concrete, term. Metonymy is a figure of speech where the name of a thing is substituted for another word or term closely associated with it.
Example: "The White House" for the President and "creature" for person
Example: Idua liked to speak Kiowa because he could express himself better in his native tongue. (The term "tongue" is used to represent language)
Synecdoche –
Synecdoche is a kind of metonymy in which something is used for the whole. In synecdoche, a part is used to represent the whole or the whole is used to represent a part.
Example: "hands" to refer to workers, "wheels" to refer to cars, "head" for cattle, and "bread" for food
Example: "I have nothing to offer but blood, toil, tears, and sweat."—Winston Churchill, 1940
Antithesis –
Antithesis is a rhetorical technique in which words, phrases, or ideas are intentionally contrasted, usually through the use of parallel structure. Antithesis is the juxtaposition of contrasting ideas. The contrast may be in words or in ideas or both.
Example: "What if I am rich, and another is poor—strong, and he is weak—intelligent, and he is benighted—elevated, and he is depraved? Have we not one Father? Hath not one God created us?"—William Lloyd Garrison, "No Compromise with Slavery"
Example: "Extremism in defense of liberty is no vice . . . moderation in the pursuit of justice is no virtue."—Barry Goldwater
Rhetorical Question –
Asking a question not for the purpose of eliciting an answer but for the purpose of asserting or denying something. It is used for effect, emphasis, or provocation, or for drawing a conclusion from the facts at hand.
Example: "For if we lose the ability to perceive our faults, what is the good of living on?"—Marcus Aurelius
Example: "You say there is but one way to worship and serve the Great Spirit. If there is but one religion, why do you white people differ so much about it?"—Red Jacket, 1805
8.1
Now is a good time to reflect on what you have been learning and how it relates to our school's learning goals. Below you will find our school-wide learning goals. Choose two and connect them to your learning for this subject area. Comment on one classmate's comment.
Panthers are…..
1. Partners in Education who:
• Team with parents and teachers in order to reach their full
potential
• Achieve through a personalized learning program
2. Academic Achievers who:
• Self evaluate and reflect as life long learners
• Utilize technological skills to master content and efficiently
produce and publish assignments
• Collect, organize, interpret, analyze, and supply information to
make decisions and solve problems
3. Compliant with State and District Standards
• Complete assignments based on best practices
• Demonstrate mastery of grade level skills and concepts
4. Effective Communicators who:
• Organize, analyze, evaluate and deliver presentations
• Write and speak with a command of Standard English
conventions appropriate to their grade level
Panthers are…..
1. Partners in Education who:
• Team with parents and teachers in order to reach their full
potential
• Achieve through a personalized learning program
2. Academic Achievers who:
• Self evaluate and reflect as life long learners
• Utilize technological skills to master content and efficiently
produce and publish assignments
• Collect, organize, interpret, analyze, and supply information to
make decisions and solve problems
3. Compliant with State and District Standards
• Complete assignments based on best practices
• Demonstrate mastery of grade level skills and concepts
4. Effective Communicators who:
• Organize, analyze, evaluate and deliver presentations
• Write and speak with a command of Standard English
conventions appropriate to their grade level
7.4
Last week to show your understanding of the task. Please repeat the excercise and comment on two other posts from the last three weeks.
Review the information below and then copy and paste the literary analysis form at the bottom onto your comment. Use your readings from this week to complete your response.
Guide to The Style Analysis Chart
I. THEME
To understand the author’s meaning of his/her work (“theme”), start with the literal level. Think about the PLOT (events in the story). Next, move up a notch and determine the subject or TOPIC of the work. Finally, infer the author’s THEME. Remember, your theme must be presented in a complete sentence, not a fragment.
Some examples:
“Love” is a subject. “Love can be painful” is a theme.
“Poverty” is a subject. “Poverty can be overcome” is a theme.
“War” is a subject. “War reflects man’s inhumanity to man” is a theme.
II. DICTION
Use the words from this list to describe an author’s choice of words (“diction”). In the right hand column of your chart, copy samples of text that support your claim.
- abstract
- bombastic
- colloquial, conversational
- cultured, polished
- emotional
- fiery
- generalized
- old-fashioned
- ordinary, plain
- pedantic, “preachy”
- poetic
- precise, specific
- pretentious
- scholarly
- slangy
- technical (uses jargon)
III. SYNTAX
Use the words from this list to describe an author’s sentence arrangement (“syntax”). Remember, syntax can affect a story’s pace, rhythm, suspense, tone, and theme. In the right hand column of your chart, describe the effect that syntax has on the reader.
- anastrophe/inversion formal tone to create a poetic effect
- balanced sentences using similar sentence lengths, structures
- exciting punctuation dashes, parentheses, italics, ellipses, all caps
- long, elegant lots of compound, complex sentences
- occasional fragments short blips to add tension or impact
- parallel arranging similar parts to give emphasis
- repetition using word(s) more than once for emphasis
- rhetorical questions asking questions not for an answer
- telegraphic brief, concise, tight
IV. TONE
Use the words below to describe the way a writer conveys attitude (“tone”). Notice that they are grouped to give different degrees of each. In the right hand column of your chart, tell how tone is expressed (through diction, syntax, imagery, punctuation) with copied text to support your claim.
- affectionate, nostalgic
- approving, admiring, worshipping
- candid, direct, incisive, informative
- complicated, pedantic, didactic
- disliking, patronizing, contemptuous, abhorring
- easy, friendly, comic, jovial
- flippant, cynical, sardonic, sarcastic, irreverent
- formal, elevated, grand, lofty
- insolent, antagonistic, hostile, inflammatory
- interested, benevolent, sympathetic, passionate
- objective, indifferent, apathetic
- serious, solemn, elegiac, lugubrious
- subdued, indirect, understated, evasive
- vibrant, dramatic, urgent, forceful
- whimsical, fanciful, effusive
- wistful, regretful, resigned, bitter, grim
V. LITERARY DEVICES
Use the words from this list to describe an author’s use of literary devices. In the right hand column of your chart, copy the text that supports your claim.
- alliteration: repeated beginning sounds in a series of two or more words (Bravely, the bright bulging beacon flickered.)
- anastrophe/inversion: reversing the natural word order (Into the clouds soared the eagle.)
- hyperbole: extreme exaggeration (He had the weight of the world on his shoulders.)
- irony: using words or ideas that have the opposite effect from what is expected (His worst enemy saved his life.)
- metaphor: to compare two unlike things without using “like” or “as” (Her smile was sunshine.)
- onomatopoeia: a word whose sound echoes its meaning (pop, fizz, buzz)
- oxymoron: two words paired that seem to contradict each other (jumbo shrimp)
- paradox: statements that seem contradictory but are really true
- parallelism: repeated pattern of phrases, but not with the same words (He searched here, he searched there, he searched everywhere.)
- personification: giving human abilities or characteristics to inanimate objects (The desk groaned in agony.)
- repetition: repeated regular pattern of words or phrases (Nevermore, nevermore, nevermore.)
- simile: to compare two unlike things using “like” or “as” (He was like a rock.)
- symbol/allusion: an object, person, situation, or action means more than what it is or refers to something in previous history or literature.
Example:
From the Crucible by Arthur Miller:
Diction is:
Emotional, as in the following line said by Parris "Out of here!"
Syntax is:
Occasional fragments and short blips to add tension or impact as in the following line said by Mary Warren"I--I believe I did sir, I--"
Tone is:
serious, solemn, elegiac, lugubrious, as in the following line said by Hale "I believe him! This girl has always struck me as false! She has--"
Two Literary Devices:
repetition: repeated regular pattern of words or phrases such as in the following line by Abigail "I saw Goody Hawkins with the Devil", and the next line by Betty " I saw Goody Bibber with the Devil", and the next by Abigail again "I saw Goody Booth with the Devil".
Another example is:
hyperbole: extreme exaggeration, as in the following line said by Proctor "...I will bring your guts into your mouth but that goodness will never die for me".
Literary Response Form:
STYLE ELEMENT TEXT / REMARK
Diction is… (Copy text.)
________________
Syntax is… (Copy text.)
________________
Tone is… (How do you know?)
________________
Two Literary Devices: (Copy text.)
________________
________________
Other: __________ (Copy text.)
Review the information below and then copy and paste the literary analysis form at the bottom onto your comment. Use your readings from this week to complete your response.
Guide to The Style Analysis Chart
I. THEME
To understand the author’s meaning of his/her work (“theme”), start with the literal level. Think about the PLOT (events in the story). Next, move up a notch and determine the subject or TOPIC of the work. Finally, infer the author’s THEME. Remember, your theme must be presented in a complete sentence, not a fragment.
Some examples:
“Love” is a subject. “Love can be painful” is a theme.
“Poverty” is a subject. “Poverty can be overcome” is a theme.
“War” is a subject. “War reflects man’s inhumanity to man” is a theme.
II. DICTION
Use the words from this list to describe an author’s choice of words (“diction”). In the right hand column of your chart, copy samples of text that support your claim.
- abstract
- bombastic
- colloquial, conversational
- cultured, polished
- emotional
- fiery
- generalized
- old-fashioned
- ordinary, plain
- pedantic, “preachy”
- poetic
- precise, specific
- pretentious
- scholarly
- slangy
- technical (uses jargon)
III. SYNTAX
Use the words from this list to describe an author’s sentence arrangement (“syntax”). Remember, syntax can affect a story’s pace, rhythm, suspense, tone, and theme. In the right hand column of your chart, describe the effect that syntax has on the reader.
- anastrophe/inversion formal tone to create a poetic effect
- balanced sentences using similar sentence lengths, structures
- exciting punctuation dashes, parentheses, italics, ellipses, all caps
- long, elegant lots of compound, complex sentences
- occasional fragments short blips to add tension or impact
- parallel arranging similar parts to give emphasis
- repetition using word(s) more than once for emphasis
- rhetorical questions asking questions not for an answer
- telegraphic brief, concise, tight
IV. TONE
Use the words below to describe the way a writer conveys attitude (“tone”). Notice that they are grouped to give different degrees of each. In the right hand column of your chart, tell how tone is expressed (through diction, syntax, imagery, punctuation) with copied text to support your claim.
- affectionate, nostalgic
- approving, admiring, worshipping
- candid, direct, incisive, informative
- complicated, pedantic, didactic
- disliking, patronizing, contemptuous, abhorring
- easy, friendly, comic, jovial
- flippant, cynical, sardonic, sarcastic, irreverent
- formal, elevated, grand, lofty
- insolent, antagonistic, hostile, inflammatory
- interested, benevolent, sympathetic, passionate
- objective, indifferent, apathetic
- serious, solemn, elegiac, lugubrious
- subdued, indirect, understated, evasive
- vibrant, dramatic, urgent, forceful
- whimsical, fanciful, effusive
- wistful, regretful, resigned, bitter, grim
V. LITERARY DEVICES
Use the words from this list to describe an author’s use of literary devices. In the right hand column of your chart, copy the text that supports your claim.
- alliteration: repeated beginning sounds in a series of two or more words (Bravely, the bright bulging beacon flickered.)
- anastrophe/inversion: reversing the natural word order (Into the clouds soared the eagle.)
- hyperbole: extreme exaggeration (He had the weight of the world on his shoulders.)
- irony: using words or ideas that have the opposite effect from what is expected (His worst enemy saved his life.)
- metaphor: to compare two unlike things without using “like” or “as” (Her smile was sunshine.)
- onomatopoeia: a word whose sound echoes its meaning (pop, fizz, buzz)
- oxymoron: two words paired that seem to contradict each other (jumbo shrimp)
- paradox: statements that seem contradictory but are really true
- parallelism: repeated pattern of phrases, but not with the same words (He searched here, he searched there, he searched everywhere.)
- personification: giving human abilities or characteristics to inanimate objects (The desk groaned in agony.)
- repetition: repeated regular pattern of words or phrases (Nevermore, nevermore, nevermore.)
- simile: to compare two unlike things using “like” or “as” (He was like a rock.)
- symbol/allusion: an object, person, situation, or action means more than what it is or refers to something in previous history or literature.
Example:
From the Crucible by Arthur Miller:
Diction is:
Emotional, as in the following line said by Parris "Out of here!"
Syntax is:
Occasional fragments and short blips to add tension or impact as in the following line said by Mary Warren"I--I believe I did sir, I--"
Tone is:
serious, solemn, elegiac, lugubrious, as in the following line said by Hale "I believe him! This girl has always struck me as false! She has--"
Two Literary Devices:
repetition: repeated regular pattern of words or phrases such as in the following line by Abigail "I saw Goody Hawkins with the Devil", and the next line by Betty " I saw Goody Bibber with the Devil", and the next by Abigail again "I saw Goody Booth with the Devil".
Another example is:
hyperbole: extreme exaggeration, as in the following line said by Proctor "...I will bring your guts into your mouth but that goodness will never die for me".
Literary Response Form:
STYLE ELEMENT TEXT / REMARK
Diction is… (Copy text.)
________________
Syntax is… (Copy text.)
________________
Tone is… (How do you know?)
________________
Two Literary Devices: (Copy text.)
________________
________________
Other: __________ (Copy text.)
7.3
Practice makes perfect...
Review the information below and then copy and paste the literary analysis form at the bottom onto your comment. Use your readings from this week to complete your response.
Guide to The Style Analysis Chart
I. THEME
To understand the author’s meaning of his/her work (“theme”), start with the literal level. Think about the PLOT (events in the story). Next, move up a notch and determine the subject or TOPIC of the work. Finally, infer the author’s THEME. Remember, your theme must be presented in a complete sentence, not a fragment.
Some examples:
“Love” is a subject. “Love can be painful” is a theme.
“Poverty” is a subject. “Poverty can be overcome” is a theme.
“War” is a subject. “War reflects man’s inhumanity to man” is a theme.
II. DICTION
Use the words from this list to describe an author’s choice of words (“diction”). In the right hand column of your chart, copy samples of text that support your claim.
- abstract
- bombastic
- colloquial, conversational
- cultured, polished
- emotional
- fiery
- generalized
- old-fashioned
- ordinary, plain
- pedantic, “preachy”
- poetic
- precise, specific
- pretentious
- scholarly
- slangy
- technical (uses jargon)
III. SYNTAX
Use the words from this list to describe an author’s sentence arrangement (“syntax”). Remember, syntax can affect a story’s pace, rhythm, suspense, tone, and theme. In the right hand column of your chart, describe the effect that syntax has on the reader.
- anastrophe/inversion formal tone to create a poetic effect
- balanced sentences using similar sentence lengths, structures
- exciting punctuation dashes, parentheses, italics, ellipses, all caps
- long, elegant lots of compound, complex sentences
- occasional fragments short blips to add tension or impact
- parallel arranging similar parts to give emphasis
- repetition using word(s) more than once for emphasis
- rhetorical questions asking questions not for an answer
- telegraphic brief, concise, tight
IV. TONE
Use the words below to describe the way a writer conveys attitude (“tone”). Notice that they are grouped to give different degrees of each. In the right hand column of your chart, tell how tone is expressed (through diction, syntax, imagery, punctuation) with copied text to support your claim.
- affectionate, nostalgic
- approving, admiring, worshipping
- candid, direct, incisive, informative
- complicated, pedantic, didactic
- disliking, patronizing, contemptuous, abhorring
- easy, friendly, comic, jovial
- flippant, cynical, sardonic, sarcastic, irreverent
- formal, elevated, grand, lofty
- insolent, antagonistic, hostile, inflammatory
- interested, benevolent, sympathetic, passionate
- objective, indifferent, apathetic
- serious, solemn, elegiac, lugubrious
- subdued, indirect, understated, evasive
- vibrant, dramatic, urgent, forceful
- whimsical, fanciful, effusive
- wistful, regretful, resigned, bitter, grim
V. LITERARY DEVICES
Use the words from this list to describe an author’s use of literary devices. In the right hand column of your chart, copy the text that supports your claim.
- alliteration: repeated beginning sounds in a series of two or more words (Bravely, the bright bulging beacon flickered.)
- anastrophe/inversion: reversing the natural word order (Into the clouds soared the eagle.)
- hyperbole: extreme exaggeration (He had the weight of the world on his shoulders.)
- irony: using words or ideas that have the opposite effect from what is expected (His worst enemy saved his life.)
- metaphor: to compare two unlike things without using “like” or “as” (Her smile was sunshine.)
- onomatopoeia: a word whose sound echoes its meaning (pop, fizz, buzz)
- oxymoron: two words paired that seem to contradict each other (jumbo shrimp)
- paradox: statements that seem contradictory but are really true
- parallelism: repeated pattern of phrases, but not with the same words (He searched here, he searched there, he searched everywhere.)
- personification: giving human abilities or characteristics to inanimate objects (The desk groaned in agony.)
- repetition: repeated regular pattern of words or phrases (Nevermore, nevermore, nevermore.)
- simile: to compare two unlike things using “like” or “as” (He was like a rock.)
- symbol/allusion: an object, person, situation, or action means more than what it is or refers to something in previous history or literature.
Example:
From the Crucible by Arthur Miller:
Diction is:
Emotional, as in the following line said by Parris "Out of here!"
Syntax is:
Occasional fragments and short blips to add tension or impact as in the following line said by Mary Warren"I--I believe I did sir, I--"
Tone is:
serious, solemn, elegiac, lugubrious, as in the following line said by Hale "I believe him! This girl has always struck me as false! She has--"
Two Literary Devices:
repetition: repeated regular pattern of words or phrases such as in the following line by Abigail "I saw Goody Hawkins with the Devil", and the next line by Betty " I saw Goody Bibber with the Devil", and the next by Abigail again "I saw Goody Booth with the Devil".
Another example is:
hyperbole: extreme exaggeration, as in the following line said by Proctor "...I will bring your guts into your mouth but that goodness will never die for me".
Literary Response Form:
STYLE ELEMENT TEXT / REMARK
Diction is… (Copy text.)
________________
Syntax is… (Copy text.)
________________
Tone is… (How do you know?)
________________
Two Literary Devices: (Copy text.)
________________
________________
Other: __________ (Copy text.)
Review the information below and then copy and paste the literary analysis form at the bottom onto your comment. Use your readings from this week to complete your response.
Guide to The Style Analysis Chart
I. THEME
To understand the author’s meaning of his/her work (“theme”), start with the literal level. Think about the PLOT (events in the story). Next, move up a notch and determine the subject or TOPIC of the work. Finally, infer the author’s THEME. Remember, your theme must be presented in a complete sentence, not a fragment.
Some examples:
“Love” is a subject. “Love can be painful” is a theme.
“Poverty” is a subject. “Poverty can be overcome” is a theme.
“War” is a subject. “War reflects man’s inhumanity to man” is a theme.
II. DICTION
Use the words from this list to describe an author’s choice of words (“diction”). In the right hand column of your chart, copy samples of text that support your claim.
- abstract
- bombastic
- colloquial, conversational
- cultured, polished
- emotional
- fiery
- generalized
- old-fashioned
- ordinary, plain
- pedantic, “preachy”
- poetic
- precise, specific
- pretentious
- scholarly
- slangy
- technical (uses jargon)
III. SYNTAX
Use the words from this list to describe an author’s sentence arrangement (“syntax”). Remember, syntax can affect a story’s pace, rhythm, suspense, tone, and theme. In the right hand column of your chart, describe the effect that syntax has on the reader.
- anastrophe/inversion formal tone to create a poetic effect
- balanced sentences using similar sentence lengths, structures
- exciting punctuation dashes, parentheses, italics, ellipses, all caps
- long, elegant lots of compound, complex sentences
- occasional fragments short blips to add tension or impact
- parallel arranging similar parts to give emphasis
- repetition using word(s) more than once for emphasis
- rhetorical questions asking questions not for an answer
- telegraphic brief, concise, tight
IV. TONE
Use the words below to describe the way a writer conveys attitude (“tone”). Notice that they are grouped to give different degrees of each. In the right hand column of your chart, tell how tone is expressed (through diction, syntax, imagery, punctuation) with copied text to support your claim.
- affectionate, nostalgic
- approving, admiring, worshipping
- candid, direct, incisive, informative
- complicated, pedantic, didactic
- disliking, patronizing, contemptuous, abhorring
- easy, friendly, comic, jovial
- flippant, cynical, sardonic, sarcastic, irreverent
- formal, elevated, grand, lofty
- insolent, antagonistic, hostile, inflammatory
- interested, benevolent, sympathetic, passionate
- objective, indifferent, apathetic
- serious, solemn, elegiac, lugubrious
- subdued, indirect, understated, evasive
- vibrant, dramatic, urgent, forceful
- whimsical, fanciful, effusive
- wistful, regretful, resigned, bitter, grim
V. LITERARY DEVICES
Use the words from this list to describe an author’s use of literary devices. In the right hand column of your chart, copy the text that supports your claim.
- alliteration: repeated beginning sounds in a series of two or more words (Bravely, the bright bulging beacon flickered.)
- anastrophe/inversion: reversing the natural word order (Into the clouds soared the eagle.)
- hyperbole: extreme exaggeration (He had the weight of the world on his shoulders.)
- irony: using words or ideas that have the opposite effect from what is expected (His worst enemy saved his life.)
- metaphor: to compare two unlike things without using “like” or “as” (Her smile was sunshine.)
- onomatopoeia: a word whose sound echoes its meaning (pop, fizz, buzz)
- oxymoron: two words paired that seem to contradict each other (jumbo shrimp)
- paradox: statements that seem contradictory but are really true
- parallelism: repeated pattern of phrases, but not with the same words (He searched here, he searched there, he searched everywhere.)
- personification: giving human abilities or characteristics to inanimate objects (The desk groaned in agony.)
- repetition: repeated regular pattern of words or phrases (Nevermore, nevermore, nevermore.)
- simile: to compare two unlike things using “like” or “as” (He was like a rock.)
- symbol/allusion: an object, person, situation, or action means more than what it is or refers to something in previous history or literature.
Example:
From the Crucible by Arthur Miller:
Diction is:
Emotional, as in the following line said by Parris "Out of here!"
Syntax is:
Occasional fragments and short blips to add tension or impact as in the following line said by Mary Warren"I--I believe I did sir, I--"
Tone is:
serious, solemn, elegiac, lugubrious, as in the following line said by Hale "I believe him! This girl has always struck me as false! She has--"
Two Literary Devices:
repetition: repeated regular pattern of words or phrases such as in the following line by Abigail "I saw Goody Hawkins with the Devil", and the next line by Betty " I saw Goody Bibber with the Devil", and the next by Abigail again "I saw Goody Booth with the Devil".
Another example is:
hyperbole: extreme exaggeration, as in the following line said by Proctor "...I will bring your guts into your mouth but that goodness will never die for me".
Literary Response Form:
STYLE ELEMENT TEXT / REMARK
Diction is… (Copy text.)
________________
Syntax is… (Copy text.)
________________
Tone is… (How do you know?)
________________
Two Literary Devices: (Copy text.)
________________
________________
Other: __________ (Copy text.)
7.2
Review the information below and then copy and paste the literary analysis form at the bottom onto your comment. Use your readings from this week to complete your response.
Guide to The Style Analysis Chart
I. THEME
To understand the author’s meaning of his/her work (“theme”), start with the literal level. Think about the PLOT (events in the story). Next, move up a notch and determine the subject or TOPIC of the work. Finally, infer the author’s THEME. Remember, your theme must be presented in a complete sentence, not a fragment.
Some examples:
“Love” is a subject. “Love can be painful” is a theme.
“Poverty” is a subject. “Poverty can be overcome” is a theme.
“War” is a subject. “War reflects man’s inhumanity to man” is a theme.
II. DICTION
Use the words from this list to describe an author’s choice of words (“diction”). In the right hand column of your chart, copy samples of text that support your claim.
- abstract
- bombastic
- colloquial, conversational
- cultured, polished
- emotional
- fiery
- generalized
- old-fashioned
- ordinary, plain
- pedantic, “preachy”
- poetic
- precise, specific
- pretentious
- scholarly
- slangy
- technical (uses jargon)
III. SYNTAX
Use the words from this list to describe an author’s sentence arrangement (“syntax”). Remember, syntax can affect a story’s pace, rhythm, suspense, tone, and theme. In the right hand column of your chart, describe the effect that syntax has on the reader.
- anastrophe/inversion formal tone to create a poetic effect
- balanced sentences using similar sentence lengths, structures
- exciting punctuation dashes, parentheses, italics, ellipses, all caps
- long, elegant lots of compound, complex sentences
- occasional fragments short blips to add tension or impact
- parallel arranging similar parts to give emphasis
- repetition using word(s) more than once for emphasis
- rhetorical questions asking questions not for an answer
- telegraphic brief, concise, tight
IV. TONE
Use the words below to describe the way a writer conveys attitude (“tone”). Notice that they are grouped to give different degrees of each. In the right hand column of your chart, tell how tone is expressed (through diction, syntax, imagery, punctuation) with copied text to support your claim.
- affectionate, nostalgic
- approving, admiring, worshipping
- candid, direct, incisive, informative
- complicated, pedantic, didactic
- disliking, patronizing, contemptuous, abhorring
- easy, friendly, comic, jovial
- flippant, cynical, sardonic, sarcastic, irreverent
- formal, elevated, grand, lofty
- insolent, antagonistic, hostile, inflammatory
- interested, benevolent, sympathetic, passionate
- objective, indifferent, apathetic
- serious, solemn, elegiac, lugubrious
- subdued, indirect, understated, evasive
- vibrant, dramatic, urgent, forceful
- whimsical, fanciful, effusive
- wistful, regretful, resigned, bitter, grim
V. LITERARY DEVICES
Use the words from this list to describe an author’s use of literary devices. In the right hand column of your chart, copy the text that supports your claim.
- alliteration: repeated beginning sounds in a series of two or more words (Bravely, the bright bulging beacon flickered.)
- anastrophe/inversion: reversing the natural word order (Into the clouds soared the eagle.)
- hyperbole: extreme exaggeration (He had the weight of the world on his shoulders.)
- irony: using words or ideas that have the opposite effect from what is expected (His worst enemy saved his life.)
- metaphor: to compare two unlike things without using “like” or “as” (Her smile was sunshine.)
- onomatopoeia: a word whose sound echoes its meaning (pop, fizz, buzz)
- oxymoron: two words paired that seem to contradict each other (jumbo shrimp)
- paradox: statements that seem contradictory but are really true
- parallelism: repeated pattern of phrases, but not with the same words (He searched here, he searched there, he searched everywhere.)
- personification: giving human abilities or characteristics to inanimate objects (The desk groaned in agony.)
- repetition: repeated regular pattern of words or phrases (Nevermore, nevermore, nevermore.)
- simile: to compare two unlike things using “like” or “as” (He was like a rock.)
- symbol/allusion: an object, person, situation, or action means more than what it is or refers to something in previous history or literature.
Example:
From the Crucible by Arthur Miller:
Diction is:
Emotional, as in the following line said by Parris "Out of here!"
Syntax is:
Occasional fragments and short blips to add tension or impact as in the following line said by Mary Warren"I--I believe I did sir, I--"
Tone is:
serious, solemn, elegiac, lugubrious, as in the following line said by Hale "I believe him! This girl has always struck me as false! She has--"
Two Literary Devices:
repetition: repeated regular pattern of words or phrases such as in the following line by Abigail "I saw Goody Hawkins with the Devil", and the next line by Betty " I saw Goody Bibber with the Devil", and the next by Abigail again "I saw Goody Booth with the Devil".
Another example is:
hyperbole: extreme exaggeration, as in the following line said by Proctor "...I will bring your guts into your mouth but that goodness will never die for me".
Literary Response Form:
STYLE ELEMENT TEXT / REMARK
Diction is… (Copy text.)
________________
Syntax is… (Copy text.)
________________
Tone is… (How do you know?)
________________
Two Literary Devices: (Copy text.)
________________
________________
Other: __________ (Copy text.)
Guide to The Style Analysis Chart
I. THEME
To understand the author’s meaning of his/her work (“theme”), start with the literal level. Think about the PLOT (events in the story). Next, move up a notch and determine the subject or TOPIC of the work. Finally, infer the author’s THEME. Remember, your theme must be presented in a complete sentence, not a fragment.
Some examples:
“Love” is a subject. “Love can be painful” is a theme.
“Poverty” is a subject. “Poverty can be overcome” is a theme.
“War” is a subject. “War reflects man’s inhumanity to man” is a theme.
II. DICTION
Use the words from this list to describe an author’s choice of words (“diction”). In the right hand column of your chart, copy samples of text that support your claim.
- abstract
- bombastic
- colloquial, conversational
- cultured, polished
- emotional
- fiery
- generalized
- old-fashioned
- ordinary, plain
- pedantic, “preachy”
- poetic
- precise, specific
- pretentious
- scholarly
- slangy
- technical (uses jargon)
III. SYNTAX
Use the words from this list to describe an author’s sentence arrangement (“syntax”). Remember, syntax can affect a story’s pace, rhythm, suspense, tone, and theme. In the right hand column of your chart, describe the effect that syntax has on the reader.
- anastrophe/inversion formal tone to create a poetic effect
- balanced sentences using similar sentence lengths, structures
- exciting punctuation dashes, parentheses, italics, ellipses, all caps
- long, elegant lots of compound, complex sentences
- occasional fragments short blips to add tension or impact
- parallel arranging similar parts to give emphasis
- repetition using word(s) more than once for emphasis
- rhetorical questions asking questions not for an answer
- telegraphic brief, concise, tight
IV. TONE
Use the words below to describe the way a writer conveys attitude (“tone”). Notice that they are grouped to give different degrees of each. In the right hand column of your chart, tell how tone is expressed (through diction, syntax, imagery, punctuation) with copied text to support your claim.
- affectionate, nostalgic
- approving, admiring, worshipping
- candid, direct, incisive, informative
- complicated, pedantic, didactic
- disliking, patronizing, contemptuous, abhorring
- easy, friendly, comic, jovial
- flippant, cynical, sardonic, sarcastic, irreverent
- formal, elevated, grand, lofty
- insolent, antagonistic, hostile, inflammatory
- interested, benevolent, sympathetic, passionate
- objective, indifferent, apathetic
- serious, solemn, elegiac, lugubrious
- subdued, indirect, understated, evasive
- vibrant, dramatic, urgent, forceful
- whimsical, fanciful, effusive
- wistful, regretful, resigned, bitter, grim
V. LITERARY DEVICES
Use the words from this list to describe an author’s use of literary devices. In the right hand column of your chart, copy the text that supports your claim.
- alliteration: repeated beginning sounds in a series of two or more words (Bravely, the bright bulging beacon flickered.)
- anastrophe/inversion: reversing the natural word order (Into the clouds soared the eagle.)
- hyperbole: extreme exaggeration (He had the weight of the world on his shoulders.)
- irony: using words or ideas that have the opposite effect from what is expected (His worst enemy saved his life.)
- metaphor: to compare two unlike things without using “like” or “as” (Her smile was sunshine.)
- onomatopoeia: a word whose sound echoes its meaning (pop, fizz, buzz)
- oxymoron: two words paired that seem to contradict each other (jumbo shrimp)
- paradox: statements that seem contradictory but are really true
- parallelism: repeated pattern of phrases, but not with the same words (He searched here, he searched there, he searched everywhere.)
- personification: giving human abilities or characteristics to inanimate objects (The desk groaned in agony.)
- repetition: repeated regular pattern of words or phrases (Nevermore, nevermore, nevermore.)
- simile: to compare two unlike things using “like” or “as” (He was like a rock.)
- symbol/allusion: an object, person, situation, or action means more than what it is or refers to something in previous history or literature.
Example:
From the Crucible by Arthur Miller:
Diction is:
Emotional, as in the following line said by Parris "Out of here!"
Syntax is:
Occasional fragments and short blips to add tension or impact as in the following line said by Mary Warren"I--I believe I did sir, I--"
Tone is:
serious, solemn, elegiac, lugubrious, as in the following line said by Hale "I believe him! This girl has always struck me as false! She has--"
Two Literary Devices:
repetition: repeated regular pattern of words or phrases such as in the following line by Abigail "I saw Goody Hawkins with the Devil", and the next line by Betty " I saw Goody Bibber with the Devil", and the next by Abigail again "I saw Goody Booth with the Devil".
Another example is:
hyperbole: extreme exaggeration, as in the following line said by Proctor "...I will bring your guts into your mouth but that goodness will never die for me".
Literary Response Form:
STYLE ELEMENT TEXT / REMARK
Diction is… (Copy text.)
________________
Syntax is… (Copy text.)
________________
Tone is… (How do you know?)
________________
Two Literary Devices: (Copy text.)
________________
________________
Other: __________ (Copy text.)
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